Computer-based simulations are commonly used to train students when it is exceptionally expensive or very unsafe to practice the skill in the actual situation. Despite the promise of simulative environments, there is an inadequacy in the learning and retention of learned concepts. This study examined the effects of variability of practice provided via contextual interference and cognitive flexibility on learner's learning and retention of the knowledge in the simulative environment. To study the effects in this context, two different types of interference conditions were presented to the learners; block interference and random interference. Both the block and random contextual interference groups troubleshoot 8 defects in a chemical simulation, PC Distiller, an alcohol water distillery. For the block interference, all the four sets of one component were performed before the faults on second component sets were introduced, while random orders of the tasks were used in the random interference. Forty nine freshman engineering students participated in the study. Participants were randomly assigned to the interference conditions: block and random. Participants were also required to complete a cognitive flexibility test to measure the shift of attention, and were measured via Wisconsin Card Sorting Test. The results showed a significant difference in the learning performance and retention performance of the random interference group. Although, learners in the random interference group scored higher in the retention task, there was no significant difference between the two interference groups on learning and retention. Cognitive flexibility was also found to be having little predictive power of the outcome variable, learning performance and retention performance. However time spent by the learners in troubleshooting a task had a significant main effect on the learning performance and retention of knowledge. Time on task was negatively related to the scores in the learning performance and retention. Learners from both the block and random interference groups, who took less time to solve the problems scored better. The findings of this study have several implications for further research. Future studies might focus on learners experience and prior knowledge and use a sample for comparing the experts with the novice learners. In order to raise and produce better results on the learning tasks any information on participant's motivation could help in situating the learning task in the simulated environment. One key implication for instruction is the usefulness of the random interference condition in improving retention of knowledge which is also supported by the literature. Research considering these implications will provide educators to optimally use the simulative technology in learning and instruction. The limitations of the study focus on the time and financial constraints, type of instructional material and learner's motivation. These factors should be considered by other researchers in this field who wish to improve learning in the simulated environment. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / July 13, 2015. / Cognitive Flexibility, Contextual Interference, Performance, Retention / Includes bibliographical references. / Aubteen Darabi, Professor Directing Dissertation; Jonathan Adams, University Representative; James Klein, Committee Member; Insu Paek, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_253160 |
| Contributors | Suryavanshi, Rinki (authoraut), Darabi, Gholamabbas (professor directing dissertation), Adams, Jonathan L. (university representative), Klein, James D. (committee member), Paek, Insu (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (87 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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